An investigation of barriers of using outdoor activities in teaching and learning biology in Tanzania secondary schools: a case of Same district
| dc.contributor.author | Silvester, Emanuela | |
| dc.date.accessioned | 2020-04-06T13:39:16Z | |
| dc.date.available | 2020-04-06T13:39:16Z | |
| dc.date.issued | 2017 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF QH315.T34S54) | en_US |
| dc.description.abstract | This study aimed at investigating the barriers of using outdoor activities in teaching and learning biology in Tanzania secondary schools. The study was guided by four objectives: To assess teachers’ conceptions about outdoor activities in teaching and learning biology, to investigate the ways in which teachers use outdoor activities in teaching and learning biology in Tanzania secondary schools, to identify the barriers of using outdoor activities in teaching and learning biology and lastly and to explore different strategies that teachers employed in dealing with the barriers. The study employed qualitative approach with multiple holistic case study design. Four secondary schools from Same district were sampled for the study. The study had sample size of 13 respondents comprising 4 head of schools, 4 academic teachers and 5 biology teachers. Data were collected through interviews, observation and documentary review techniques and analysed thematically. The findings revealed that majority of teachers from the sampled schools understood outdoor activities. It was found that biology teachers use outdoor activity approach rarely in teaching and learning. It was also found that there were several barriers of using outdoor activities divided into three categories. There were pedagogical barriers that include lack of teachers’ knowledge and skills of conducting outdoor activities, overcrowded classes, and heavy teachers’ workload. The findings also showed attitudinal barriers such as lack of teachers’ motivation. Finally, the findings indicated the physical and material barriers such as geographical location of Same district, time limitations and lack of funds. The findings also indicated that the strategies used by teachers in dealing with barriers were the use of models and diagrams, involvement of students in collection of specimens, the use of technology, use of remedial classes, the use of temporary part time teachers and release of biology teachers from extracurricular activities. The study recommended various measures to help the implementation and to overcome the barriers of outdoor activity approach in teaching and learning. These includes, teachers to be motivated in the use of outdoor activity approach, the biology teachers should be well trained on the use of outdoor activity approach, schools grounds should be designed for outdoor activities, sufficient funds should be allocated for outdoor activities. | en_US |
| dc.identifier.citation | Silvester, E. (2017) An investigation of barriers of using outdoor activities in teaching and learning biology in Tanzania secondary schools: a case of Same district. Master dissertation, University of Dar es Salaam. Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/9114 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | Biology | en_US |
| dc.subject | Study and teaching | en_US |
| dc.subject | Secondary schools | en_US |
| dc.subject | Same district | en_US |
| dc.subject | Tanzania | en_US |
| dc.title | An investigation of barriers of using outdoor activities in teaching and learning biology in Tanzania secondary schools: a case of Same district | en_US |
| dc.type | Thesis | en_US |